篇一：3000字英文翻译
Bolt Supporting of Large-Span Soft Rockway in
Shaqu Colliery
Abstract The instability of trapezoidal I-steel support is analysed for the compound roof of main coal seam in Shaqu Colliery, and the mechanism of bolt supporting is studied. A scheme of bolt supporting has been given and put into practice,remarkable technical and economic benefits have been got.
Key words :large-span,compound roof, bolt supporting, mechanism
1.Introduction
In shaqu colliery a large coal mine mining rare coking coal in China, most roadways are laid out in main coal seam
roof of coal seam .The soft compound ,which is composed of mudstone and coal seam
contains aboundant beddings and joints. The strength of the roof is so low that its uniaxial-saturated compressive strength is only 10.7 Mpa.RQD value of coal seam and is zero ,and that of mudstone is lower than 10%. There is clay minerals in mudstone, main compositions are interbedded strata of illite and montmorillonite which will swell when soaked by water, The span of preperation roadways and gateways is wider than 4m, and that of some main roadways is over 5m. In shaqu colliery , preperation roadways and gateways were supported by trapezoidal I-steel support, the beams of which were bent and damaged, and the roadways were destroyed seriously within a short period just after excavated. Roof
controlling of Large-Span Soft Rockways in the coal seam became the key to the production and construction of shaqu colliery.
2.supporting status and instability analysis of trapezoidal I-steel supports
trapezoidal I-steel supports were used in drawing roadways,which roof span is 4.0m, floor span is 4.9m, and hight 2.95m and spacing 0.5m. Initial resistance of the supports was almost zero because it was difficult to the support beams contact the roof, even if with high quality of installation. The trapezoidal I-steel supports would not carry load until the displacement of surrounding rock excceded 80-100 mm because the supports increased very slowly. Therefore, right after excavation, the roof would bend and subside severly. Eight hours after excavation, the roof strata would break completely, and then form rock cavity. The weight of caving rock would act on the beams of supports, which forms loose rock pressure.
By calculating, the ultimate load-bearing capacity is smaller than roof pressure whether it is uniformal or concentrated, Based on the in-situ observation, inflection value of most roof reached 200-300mm. When paired supports were used, paired beams were still bent and damaged; then midprops were added, they were also destroyed. Many roof beams were stabilized only if 2-3 props had been added. The supports were damaged completely, and most of them could not be reused. The part
section of roadways had become inverted trapezoid, and the available section was far smaller than the designed section. Part of roadways was out of use because it was in the danger of serious caving.
3.Mechanism of bolt supporting
Its mechanism is to make full use of the self-load-bearing capacity of surrounding rock by bolting, and then make the surrounding rock stabilize by itself. The stability of surrounding rock depends on the equilibrium status of ground pressure, self-load-bearing capacity of surrounding rock and anchoring force of bolts. Ground pressure is to make surrounding rock deform and break; self-load-bearing capacity is the main factor to stablize surrounding rock. Anchoring force of bolts can not change the equilibrium status of the three because it is very small, compared with ground pressure and self-load-bearing capacity. And its function is to change the decreasing regularity of self-load-bearing capacity versus the deformation of surrounding rock, and balance self-load-bearing capacity against ground pressure early.
Roof pressure is the pressure acting on the roof beams when I-steel supports are used to control the roof. When roof is supported by bolts, the roof pressure change to be the pressure acting on the rock within the bolting range because this part of rock is change into self-bearing body. According to the characteristics of the roof of coal seams
can be divided into six substrata. , bolts strata
When the value of roof subsidence is zero, roof pressure is in-situ stress; then roof pressure decreases with the increase of roof subsidence. The variation of roof pressure is analyzed by FLAC, The results are shown as curve 1 in Fig.1. Wheoof subsidence reaches 19 mm, the first roof substratum begins to bearing tensile stress, then losts self-load-bearing capacity, and roof pressure decreases to 0.67Mpa. When roof subsidence reaches 40 mm, the second substratum loses self-load-bearing capacity, and roof pressure decreases to 0.16Mpa. When roof subsidence reaches 100 mm, the fourth substratum loses self-load-bearing capacity, and roof pressure decreases to0.08Mpa. In the initial stage of roof subsidence, roof pressure decreases rapidly, and in the later stage of roof subsidence, roof pressure decreases slowly and then has an increasing trend.
The self-load-bearing capacity of the roof without bolting is calculated upon the theory of laminated beam, the result are shown as curve 2 in Fig.1. When roof subsidence is zero, the self-load-bearing capacity is at its utmost value 0.0625Mpa; when roof subsidence is 100mm,roof strata have broken, most of self-load-bearing capacity has lost, and the residual self-load-bearing capacity is only 0.0375Mpa.The self-load-bearing capacity of the roof with bolting is calculated upon the theory of combined beam, the result are shown as curve 3 in Fig.1. When roof subsidence is zero, the self-load-bearing capacity is at its utmost
value 0.4Mpa; when the roof subsidence reaches 40mm the self-load-bearing capacity decreases to 0.225Mpa,and when roof subsidence reaches 100mm, the self-load-bearing capacity decreases to 0.1Mpa .
As shown in Fin. 1, the self-load-bearing capacity of roof strata without bolting is lower than roof pressure during the whole course of roof subsiding, so roof strata cave inevitably. When bolted, roof strata is changed from laminated beam into combined beam ,and the selr-load-bearing capacity increases markedly. When roof subsidence reaches 44mm, the self-load-bearing capacity exceeds roof pressure, then roof strata stabilized by itself.
4 Anchoring technology
Based on the above study of bolting mechanism, large setting resistance, high speed of resistance and high final resistance are the key technology to the large-spon soft rock roadway before roof strata detaching, which includes: (1)to improve the setting resistance increasing and achieve high speed of resistance increasing, to make the real working properties of bolts coordinate self-load-bearing properties of roof strata , which enables to make full use of the self-load-bearing capacity of roof strata; (2)to raise bolting reliability, and solve the difficult problems that anchoring force between bolts and soft rock is small and easy to lose.
4.1 Bloting scheme
篇二：关于家庭教育的优势和限制的常见论点(关于教育学的英语文章(3000字左右)及其翻译)
外
国
家
庭
教
育
的
优
势
和
限
制
Common Arguments about the Strengthsand Limitations of Home Schooling
MICHAEL H. ROMANOWSKI
关于家庭教育的优势和限制的常见论点
迈克尔·H·罗曼诺夫斯
Today in American culture, few people are unfamiliar with
Home Schooling. Most either know someone who home schools
their children or have heard of a family that has selected this
increasingly popular alternative to public and private school
education. By all accounts, the movement has been growing steadily
over the past few years. The U.S. Department of Education
estimated that approximately fifteen thousand students were home
schooled in 1984, with that number increasing to between two
hundred thousand and three hundred thousand students in 1988.
Currently, it is estimated that between 1.2 and 1.7 million students in
grades K-12 are home schooled in the United States (Lines 1988;
Ray 1999). This spectacular growth not only testifies to the demand
by parents for alternative and less -institutionalized options for their
children＇education, but also has established home schooling as a
significant and legitimate force in the American educational
landscape.
在当代的美国文化中，很少有人不知道家庭教育的。而且大多数
人还认识一些对孩子进行家庭教育的人，或者听说过某个家庭选择了
这种日益流行的，相对于公立学校和私立学校而言，非传统的教育方
式。据报道，家庭教育在过去的一年里一直在平稳发展。美国教育部
估计，在1984年，美国大约有1.5万学生接受家庭教育，然而到了
1988年，这一人数已经增长到了20万到30万之间。目前据估计，
在美国中小学及学前教育中，约有1200万到1700万的学生接受的是
家庭教育（引自Line和Ray的著作）。这种引人注目的增长，不仅表
明了家长们对孩子教育的多样化和非制度化选择的需求，而且确立了
家庭教育在美国教育领域的重要的、合法的地位。
One of the more fascinating aspects of this educational
movements is that today＇s home schooling families represent a
diverse sampling of the American educational population. Once
reserved primarily for fundamentalist Christians with religious
motivations for educating their children at home, home schooling
now embraces such a wide range of families that is has surfaced as a
mainstream alternative form of education. The recent upsurge in
home schooling＇s popularity has drawn people from all ethnic
groups and social classes, and a rapidly increasing number of
minority families home school their children (Knowles 1988;
Nazareno1999; Ray 1999; Wahisi 1995). Ideologically home
schooled represent a broad cross-section of American society; one
can find families holding to conservative and liberal, religious and
secular values, beliefs, and political viewpoints (Mayberry 1987;
Van Galen 1988). Home schooling＇s rapid growth, coupled with the
diversity of its practitioners, all but dishes long-accepted view that
public schools serve children from diverse backgrounds equally well. However, as with all forms of education, there are both pros and
cons to home schooling. In this article, I address my families choose
home schooling, and I summarize the most common arguments put
forth by advocates and critics of home schooling regarding the
perceived strengths and limitations of this unique form of education.
在这项教育运动中，一个耐人寻味的方面是，当今实施家庭教育
的家庭代表了美国人口中各种各样的阶层。曾经，家庭教育局限于那
些主要为了传播宗教，而在家里教育自己孩子的原教旨主义的基督徒
们；如今的家庭教育却囊括了众多的家庭，它已经被视为一种主流的
可供选择的教育形式。最近家庭教育的流行热潮吸引了美国各种族、
各阶层的人群，在少数民族中，对孩子进行家庭教育的人数也在迅速
增长(引自Knowles、Nazareno、 Ray 、Wahisi等人的文章)。从思想
层面看，家庭教育者们代表了美国社会中各种典型人物，你可以发现
这些家庭中既有保守派，又有自由派；既有持宗教观念信仰和政治观
点的，也有持世俗的观念信仰和政治观点的。家庭教育的迅速发展，
以及相随的它的从业人员的多样化，几乎让人怀疑那个早已被认同
的，公立学校的教育服务于有着不同背景的孩子的观点，与此是等同
的。但是和所有的教育形式一样，家庭教育也有利有弊。在这篇文章
中，我会讲为什么众多家庭会选择家庭教育；此外，我会总结关于家
庭教育的优势和限制之处的最常见的论点，这些论点是家庭教育的倡
导者和批评者们针对家庭教育这种独特的教育形式提出的。
Why Families Choose Home Schooling
为什么（众多家庭）选择家庭教育？
Although there are numerous reasons families choose to home
school their children, Van Galen (1988) appropriately places home
scholars into two distinct categories: ideologues and pedagogues. The ideologues argue that they home school their children for two
reasons: 〞they object to what they believe is being taught in public
and private schools and they seek to strengthen their relationships
with their children〞(Van Galen 1998,55). These parents have
specific beliefs, values and skills that they want their children to
learn and embrace. Because they are convinced that these things are
not being adequately taught in public school, they opt for home
schooling.
尽管有许许多多的原因让人们选择家庭教育，但Van Galen把这
些家庭教育者们分成了两个截然不同的种类：思想家和教育家。思想
家们争论说，他们对孩子进行家庭教育主要有两个原因：“他们反对
把他们信仰的一些东西在公立或私立的学校教授，而且他们寻求强化
自己和孩子的亲子关系”（引自Van Galen的文章）。这些父母有着独
特的信仰、价值观和技能，所有这些他们都希望自己的孩子能够学习
篇三：外语翻译3000字
应用性高校中全面型外语翻译人才培养模式的探索与构建
摘要：21世纪以来，中国经济开始走向多元化，世界各国之间交流合作增多，对于人才的要求也走向多元全面，尤其是对于外语翻译人才的需求不再是简单的对话翻译，社会经济和科学技术的发展对教育也提出了新的挑战，作为应用型高校，其人才的培养应该是以实用和实践为主，本文从外语翻译人才培养的现状入手，找到目前存在于外语翻译教学中的问题并提出对策，对于全面型外语翻译人才培养模式的构建进行探索，力求完善我国的外语翻译人才培养模式，并推动其发展。
关键词：全面型，外语翻译人才，应用型高校
一．前言
全球一体化的趋势使得国家之间的界限越来越模糊，国与国之间的文化交流与日俱增，对于外语人才的要求也逐渐走向多元化，外语翻译人才的培养成为了当务之急，而外语翻译作为专业性的人才培养课程，也必须进行改革，为了达到良好的教学效果，外语翻译人才的培养模式应该增强实用性，突破固有的翻译教学理念，加强实践在外语翻译人才培养过程中的参与度。人才是为了社会培养的，必须符合社会需求，而以往的外语翻译教学将太多精力投注在基础知识的传授上，此外外语中英语的高普及度为外语专业学生的就业增添了难度，以上因素的结合为高校外语翻译专业的发展提出了严峻的考验，同时对于传统的外语翻译人才培养模式表示了部分否定，翻译作为外语教学中的重难点，同时也是语言学科属下的一门学科，没有得到应有的重视，将这一门学科置于一个尴尬的境地，因此难以培养出全面型的外语翻译人才，由此可知，外语翻译人才培养模式的改革迫在眉睫，应该立即采取措施。
二．外语翻译人才培养的现状与问题
2.1外语翻译人才培养的现状
翻译是外语专业学生的必修课程，但是长久以来一直是外语教学的“短板”，作为语言科下级的一级学科，外语翻译并没有得到足够的关注，尤其对于应用型高校的学生来说，其外语实际综合应用能力是十分重要且必要的，主要表现在听说读写译五大能力上，“译”不仅是单独的翻译能力，更是其他能力的基础，但是目前高校外语翻译教学的现状是翻译作为一种辅助教学手段排在末位，相应的课时不够，课堂质量不高等问题长时间存在，尤其目前传统教学模式仍然处于主流位置，课堂成为老师的“独角戏”，学生得不到实践的机会和时间，传统的翻译教学还是在教学生如何做到“信达雅”，而当今社会的变化，要求翻译教学不只是简单的翻译技巧和知识的传授，而是多元化个性化翻译能力的培养，因此在应用性高校中，翻译人才的培养应该以翻译能力的提升尤其是实用性翻译技能的增强为主。
2.2外语翻译人才培养过程中遇到的问题
首先，学生对于翻译的认识只是简单的单词之间互换和句法的运用，这样的认识是十分狭隘的，因为翻译的完成是一个特定的语境中，不同的语境下每一个单词和句子都有自己特殊的涵义，需要用不同的理解方式和方法进行翻译。在目前翻译教学中经常会出现生搬硬套的现象，就是因为学生对于文章的背景不了解，导致其弄巧成拙。
第二，翻译理论的适当选择，翻译不同于其他学科，实在两种文化中寻找桥
梁，因此要在一定的理论指导下进行，如何选择适合的理论进行翻译指导，目前仍然需要学界人士商榷，适合的理论将会推动翻译教学的改革和发展，提升外语翻译教学的地位和教学质量。
三．全面型外语翻译人才培养模式探析
3.1全面型外语翻译人才的内涵及培养理论依据
随着社会生活的开放程度越来越大，中外各国之间经济文化政治的交流逐日增强，对于翻译人才的需求从质量和数量两个方面来看都产生了一定的变化。应用性高校以适应社会人才需求为目标，注重人才实践性的培养，与一般的高校在人才培养上有一定差别，一般高校注重学生科研能力的提升，而应用性高校就是将学到的知识和技能在工作中应用，因此应用性高校在培养外语翻译人才时，应该注意学生不仅是熟练掌握一门外语的语言知识，还应该掌握本专业的基础，具备优良的跨文化交流技能，并且视野宏阔，在实际应用中不断进行创新和调整，以求翻译的“信达雅”和“真善美”，基础的外语翻译技能以及丰富知识的存储和超越文化差别的交际能力是一种全面的人才要求，而应用性高校就是要以此为目标，进行完语翻译人才的培养。
全面型外语翻译人才的培养是一个以培养专业实用人才为目的的教学过程，这个过程不是静态的，而是动态的全方位多角度多层次的，主要是为了完成学生知识内化以及翻译技能的逐步提升，这一过程主要依据了建构主义学习理论，这一理论认为学习不再是老师单方面传授的过程，而是学生在一定的情境中完成知识的获取和内化，外语翻译作为一种情景化很强的学科，在传统的教学中丢失了自身的特性，因此全面型外语翻译人才培养模式中体现出了建构主义学习理论，表现在学习目标的树立上、知识体系的建构上、自我学习的主动上、知识获取的社会性上以及学习过程的情景化上。
3.2全面型外语翻译人才培养的方向
人才的培养是为了满足社会的需求，依据目前社会对于外语翻译人才的要求，全面型外语翻译人才培养模式下人才的培养应该做到以下四点。
第一，两种语言能力的全面。可以从比较分析的角度入手，对于语言之间的相似与差异进行各个层面的分析，并且在不同的语境中，灵活应用语言交际能力，对翻译内容进行阐释，并适当的表达出来。
第二，自身知识框架的建构。学生作为学习的主体，通过网络技术或者其他媒体的途径获取知识并且进行规划，建构适合自身并且属于自己的知识框架，并且借助现代科技手段以及辅助的工具，例如翻译系统等，解决自己在翻译过程中遇到的问题。
第三，建构自我评价机制。翻译是实践性极强的学科，在书本知识获取之后应该在实践中进行检验和应用，在实践过程中还应该建立完善的自我评价机制，建立自身的翻译技能和翻译策略，在翻译过程中评价自己，在评价过程中反思自己，在主观的反应时间中逐渐形成客观的翻译理论，将感性的知识内化为理性的认知。
第四，形成团队意识，建立合作精神。在翻译过程中进行自我的分析，从而达到与其他成员的协作，实现翻译优势的集合与互补，提升翻译的质量和效率。
3.3全面型外语翻译人才培养的要求
外语翻译人才培养模式是一个动态的过程，在这一过程中，除了学习者自身的因素，还有客观的翻译教学因素，应用性高校注重对翻译实践的应用，因此客观来看，全面型外语翻译人才的培养具有三个特点。
第一，教学材料的选择。不同于以往脱离实际的教材选择，翻译教材应该具备真实情境性、多元内涵行以及知识结构稳定性，实现高校培养的人才与社会需求的人才无缝对接的目标，充分达到人力资源的不浪费。
第二，教学方法的改善。教学方法应该根据人才培养目标进行改善，从而制定适合的教学计划和适应于每一位学生的个性化的学习方案，这一切的设计都是站在翻译的立足点之上，就是为了提升学生自主学习和主动探究的兴趣以及能力。
第三，师资力量的利用。这里的“师”不再局限于老师，而是校内教师+外教+企业的师资资源，让教师之间能够取长补短，为翻译人才的培养提供全方位的支持，在实践中提升学习者的翻译能力。
四．结语
外语翻译人才的紧缺需要外语翻译教学的改革来缓解，而全面型外语翻译人才模式的构建强调学生在一个动态的过程中进行翻译能力的获取，与外语翻译的实践性强的特征相吻合，因此在以后的外语翻译教学中值得大力推广，借此提升我国翻译人才的水平，促进经济发展和社会进步。
参考文献：
[1]林克难.翻译教学在国外[J].中国翻译,2000(2).
[2]黄立波,王克非.翻译普遍性研究反思[J].中国翻译,2006(5).
[3]石云龙.新形势下英语人才培养模式思考[J].江苏高教,2007(2).
[4]杜瑞清.复合型外语人才的培养与实践[J].外语教学,1997(2).
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